Learning styles and approaches to learning.

2012 ◽  
pp. 59-81
Author(s):  
Adrian Furnham
Keyword(s):  
Learning Styles ◽  
Approaches To Learning

scholarly journals Effects of web-based electrocardiography simulation on strategies and learning styles

2015 ◽  
Vol 49 (4) ◽  
pp. 0650-0656 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Esperanza López-Domene ◽  
José Manuel Hernández-Padilla ◽  
Leonel São Romão Preto ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Life Support ◽  
Approaches To Learning ◽  
Advanced Cardiac Life Support ◽  
Learning Approaches ◽  
Web Based ◽  
Correlational Design ◽  
Item Scores ◽  
Electrocardiogram Ecg

OBJECTIVETo identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.METHODA descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.RESULTSNo significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.CONCLUSIONThe use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.

Belief, Inquiry, Argument and Reflection as Significant Issues in Learning about Information Systems Development Methodologies

2003 ◽  
pp. 1-10 ◽  
Author(s):  
David A. Banks
Keyword(s):  
Information Systems ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Subject Area ◽  
Systems Development ◽  
Information Systems Development ◽  
Social Construct ◽  
The World ◽  
The Subject

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.

Who Profits Most from Blended Learning?

2009 ◽  
Vol 23 (4) ◽  
pp. 285-292 ◽  
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Bas Giesbers
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Learning ◽  
Approaches To Learning ◽  
Study Data ◽  
Independent Learning ◽  
Learning Tools ◽  
Innovative Learning ◽  
The Relationship

The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning by attuning the available learning tools to their personal preferences. The blended learning environment consists of tutorials focused on problem-based learning, lectures, independent learning and an electronic learning environment (ALEKS) based on knowledge space theory. The paper examines the intensity of use of ALEKS and investigates the relationship between this and student learning dispositions in a correlational study. Data from around 4,650 students are used. The findings suggest that less academically-inclined students, such as those with ‘surface’ approaches to learning, profit most from the availability of e-learning tools.

Students' questions: building a bridge between Kolb's learning styles and approaches to learning

2006 ◽  
Vol 48 (2/3) ◽  
pp. 97-111 ◽  
Author(s):  
Helena T. Pedrosa de Jesus ◽  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira‐Dias ◽  
Mike Watts
Keyword(s):  
Learning Styles ◽  
Approaches To Learning

Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?

2014 ◽  
Author(s):  
Jane A. Hutt
Keyword(s):  
Knowledge Transfer ◽  
Learning Styles ◽  
Communities Of Practice ◽  
Social Networking ◽  
Approaches To Learning ◽  
Online Social Networking ◽  
Technical Content ◽  
Pros And Cons ◽  
Technical Issues ◽  
Intergenerational Knowledge

Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging methods and present specific examples that address technical issues, learning styles, differences in generational approaches to learning and communication. Issues relating to global needs in the engineering profession, organizational flexibility, the ability of people and organizations to adapt and change, and educational and workforce challenges will also be discussed. Short case studies illustrating various solutions for addressing some of these issues, including development of useful technical content and formation of communities of practice, will also be provided.

scholarly journals The learning climate of chartered quantity surveying practices

2011 ◽  
Vol 11 (4) ◽  
pp. 1-20 ◽  
Author(s):  
David Lowe ◽  
Martin Skitmore
Keyword(s):  
Staff Development ◽  
Learning Environment ◽  
Learning Styles ◽  
Approaches To Learning ◽  
Structured Interview ◽  
Learning Ability ◽  
Learning Climate ◽  
Working Practices ◽  
Quantity Surveying ◽  
Human Support

This paper reports on a fully structured interview survey investigating the relationship between the learning climate of chartered quantity surveying practices and individual learning styles, approaches to learning, ability, measures of length of service and the size of the quantity surveying organisation. The results indicate that the learning environment is generally supportive in terms of human support, but less supportive in terms of staff development systems; as individuals rise in the hierarchy of an organisation, their perception of its ability to provide an appropriate learning environment increases. Likewise, perceptions of human support and working practices within organisations increase significantly with length of time in the profession; larger organisations have more advanced staff development systems but provide less human support; and the learning environment both overall and in terms of working practices correlates positively with learning styles and approaches to learning.

Learning styles and approaches to learning in excellent and average first-year university students

2013 ◽  
Vol 28 (4) ◽  
pp. 1361-1379 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Gonzalo Almerich Cerveró ◽  
Jesús M. Suárez Rodríguez ◽  
Eloïna García Félix ◽  
Pedro R. Garfella Esteban
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Approaches To Learning ◽  
First Year ◽  
First Year University

Individuality in the learning of musical skills

2012 ◽  
Author(s):  
Helena Gaunt ◽  
Susan Hallam
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Approaches To Learning ◽  
Individual Characteristics ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Musical Skills ◽  
Musical Engagement ◽  
The Individual ◽  
The Way

This article outlines what we know about the way that individual characteristics–including sex differences, physiological characteristics, age, personality, and cognitive and learning styles–impact on engagement with and approaches to learning music. It presents theoretical frameworks that may serve to guide future research in elucidating the way in which different environments interact in a reiterative manner with the individual, leading to different musical engagement outcomes.

Learning Styles in the e-Learning Environment

2017 ◽  
Vol 15 (2) ◽  
pp. 45-61 ◽  
Author(s):  
Pavel Doulik ◽  
Jiri Skoda ◽  
Ivana Simonova
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Meta Analysis ◽  
Approaches To Learning ◽  
Significance Level ◽  
Period 2 ◽  
Time Period ◽  
Chi Squared ◽  
E Learning ◽  
Traditional Approaches

The paper focuses on the field of learning styles in e-learning. The study is structured in two main parts: (1) a brief overview of traditional approaches to learning styles is presented and their role in the process of instruction is set; this part results in the reflection of current state, when learning styles are considered within e-learning; (2) results of meta-analysis dealing with learning styles in the e-learning environment are introduced focusing on two periods (2001-2007, 2008-2014) and journals in selected databases ProQuest Central, Elsevier Science Direct and ERIC. Totally 5,361 papers were collected and structured according to three criteria: (1) time period, (2) relevancy of information sources and (3) relevant key words. Collected data underwent the chí-squared test for independence and the analysis of adjusted residuals on the significance level a=0.05. No statistically significant changes were discovered in the research sample, however, some shifts were detected in this field. Finally, the results were discussed and relating conclusions provided.

scholarly journals Components in models of learning: Different operationalisations and relations between components

2013 ◽  
Vol 45 (1) ◽  
pp. 62-85
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Factor Structure ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Learning Processes ◽  
Constructive Learning ◽  
Approach To Learning ◽  
School Learning

This paper provides the presentation of different operationalisations of components in different models of learning. Special emphasis is on the empirical verifications of relations between components. Starting from the research of congruence between learning motives and strategies, underlying the general model of school learning that comprises different approaches to learning, we have analyzed the empirical verifications of factor structure of instruments containing the scales of motives and learning strategies corresponding to these motives. Considering the problems in the conceptualization of the achievement approach to learning, we have discussed the ways of operational sing the goal orientations and exploring their role in using learning strategies, especially within the model of the regulation of constructive learning processes. This model has served as the basis for researching learning styles that are the combination of a large number of components. Complex relations between the components point to the need for further investigation of the constructs involved in various models. We have discussed the findings and implications of the studies of relations between the components involved in different models, especially between learning motives/goals and learning strategies. We have analyzed the role of regulation in the learning process, whose elaboration, as indicated by empirical findings, can contribute to a more precise operationalisation of certain learning components.

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